Worrell, Jamie L. (2008). How secondary schools can avoid the seven deadly school “sins” of inclusion. American Secondary education, 36(2), 43-56.
Review: The seven deadly sins to be avoided in secondary schools with inclusion are negative teacher perspectives; lack of knowledge regarding special education terminology, issues and laws; poor collaboration skills; lack of administration support; limited instructional repertoire; inappropriate assessment procedures; and conflict between scheduling and time management. Negative teacher perspectives cause a school attempting inclusion to fail at it as they may not work towards their inclusion goals, yet combating it can be as easy as building a support system and utilizing affirmations for the teachers and other staff. The lack of knowledge of special education terminology, issues, and laws can easily be remedied through asking questions of special education staff and knowing where else information can be garnered such as the web-sites listed. Poor collaboration skills can be battled through the team working for each student treating each other with respect, listening openly, tolerating others views, understanding differences and non-verbal communication and as always being able to compromise. A lack of administrative support can be combated through joining the Professional Development Committee where you can promote inclusion courses or get a forum together of staff and administration to discuss inclusion in a non-threatening environment to being open communication on it. A limited instructional repertoire means that instruction is not being individualized for accommodations and modifications specific to a students needs no matter if they are special education or not. This can be dealt with through the list of possible accommodations/modifications that could happen or through finding new and alternative resources on accommodations and modifications. Inappropriate assessment procedures are similar in fault and repair to the limits in instructional practices. The conflicts in scheduling and time management that lead to problems is giving the students the attention that is required while maintaining a classroom and the help that may be needed to allow for this to happen effectively, ranging from block scheduling to team inclusion meetings and others. In conclusion if these deadly sins are kept in mind it will be easier for them to be avoided or dealt with when they arise.
Reaction: Some of these practices while seeming like common sense are not as many schools do not follow through with them. My own experience thus far of inclusive classrooms range from a poorly run, time wasting, babysitter to a smoothly run aided cooperative classroom. This just means that teachers who do not have the knowledge to teach an inclusive classroom, or the support to do so, should be promoted to gain the knowledge and support they need. While I feel that some of the recommendation would not work well, such as affirmations, (either from my own experience or possibly my point of view), others could easily be implemented to help gain what is needed to get an inclusive classroom running as it should be.
Review: The seven deadly sins to be avoided in secondary schools with inclusion are negative teacher perspectives; lack of knowledge regarding special education terminology, issues and laws; poor collaboration skills; lack of administration support; limited instructional repertoire; inappropriate assessment procedures; and conflict between scheduling and time management. Negative teacher perspectives cause a school attempting inclusion to fail at it as they may not work towards their inclusion goals, yet combating it can be as easy as building a support system and utilizing affirmations for the teachers and other staff. The lack of knowledge of special education terminology, issues, and laws can easily be remedied through asking questions of special education staff and knowing where else information can be garnered such as the web-sites listed. Poor collaboration skills can be battled through the team working for each student treating each other with respect, listening openly, tolerating others views, understanding differences and non-verbal communication and as always being able to compromise. A lack of administrative support can be combated through joining the Professional Development Committee where you can promote inclusion courses or get a forum together of staff and administration to discuss inclusion in a non-threatening environment to being open communication on it. A limited instructional repertoire means that instruction is not being individualized for accommodations and modifications specific to a students needs no matter if they are special education or not. This can be dealt with through the list of possible accommodations/modifications that could happen or through finding new and alternative resources on accommodations and modifications. Inappropriate assessment procedures are similar in fault and repair to the limits in instructional practices. The conflicts in scheduling and time management that lead to problems is giving the students the attention that is required while maintaining a classroom and the help that may be needed to allow for this to happen effectively, ranging from block scheduling to team inclusion meetings and others. In conclusion if these deadly sins are kept in mind it will be easier for them to be avoided or dealt with when they arise.
Reaction: Some of these practices while seeming like common sense are not as many schools do not follow through with them. My own experience thus far of inclusive classrooms range from a poorly run, time wasting, babysitter to a smoothly run aided cooperative classroom. This just means that teachers who do not have the knowledge to teach an inclusive classroom, or the support to do so, should be promoted to gain the knowledge and support they need. While I feel that some of the recommendation would not work well, such as affirmations, (either from my own experience or possibly my point of view), others could easily be implemented to help gain what is needed to get an inclusive classroom running as it should be.
Mary Ackerman